Abstract
CSWE standards pertaining to diversity have been criticized for being vague and impotent (Hooyman,1995). A pattern in social work education of “diversity by numbers” has emerged in which the emphasis is placed on the representation of certain groups on the faculty, the staff, the student body, and the curriculum. There exists an illusion of inclusion, in which the curriculum, personnel and students are desegregated. However, the school's culture has yet to be transformed to the stage of institutional development in which equitable treatment for all members is a primary goal and diversity is a driving force which permeates organizational life. This analysis explores the challenges associated with conceptualizing and infusing diversity, specifically as it relates to race and ethnicity, throughout social work programs. The symbolic interactionism theoretical perspective is used to interpret the experiences of African American faculty in predominately white schools of social work. An African-centered perspective of organizational functioning is suggested as a strategy to transform the illusion of diversity into a reality in social work education.
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